SETTING THE STAGE(To be reviewed before the session begins.)
Session Overview
In this session we learn how to use the different elements of Google to make our searches more effective.
Focusing Questions
How can you narrow down your search?
How should you word your Internet search?
What are the characteristics of an effective search?
Materials
The following materials are used in this session:
-Laptops
-Projector
-SmartBoard
Resources
None
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session:
• “Everyone knows that the Internet can be a great tool to help us find information, but sometimes we run into problems. During this lesson you will learn how to use Google to narrow down your search results, and to find exactly what you are looking for on the Internet.”
Teaching
Demonstrate for participants how to:
• “The first thing you need to do is make sure you are at the Google website. Type www.google.com in the address bar of your Internet browser to get there. Once there, you will see a box under the Google logo where you can type the information you are looking for.”
• “When deciding what to type for your search, remember to be as specific as possible. For example, if you are doing a research paper on George Washington, you do not want to just type “Washington” for your search. That could bring up a lot of irrelevant information.”
• “If a classmate needs help narrowing down their search, try not to do it for them. Help them to discover what works and what doesn’t work so they can eventually do this on their own.”
• “Besides using words to narrow down your search, you can use the links in the top left hand corner of the Google website. Here you can search specifically for images, videos, and maps.”
Guided Practice
Guide participants through the process of:
• “Now it is your turn to try it.”
• “Go to the Google website and search for “Washington”. How many results did you get? Was this an effective search?”
• “Now, type in “George Washington”. How many results did you get now?
• “Finally, type in “George Washington president of the United States”. Make sure that “George Washington” is in quotation marks so that you will only be searching for sites that have those two words together. How many results did you get now?
• “You can even search within these results to be more specific.”
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
• “Let’s see if you can do this on your own.”
• “Break into groups of 2.”
• “You need to find out how ancient Egyptians made mummies. Try a general search for mummies, and then narrow it down. Also try searching for just pictures, and see if you can find a video.”
Participant Activity
Participants will...
Step 1 - Choose one person to work with the computer, and the other to be the recorder to write down your results.
Step 2 – Perform your searches and record your results.
Step 3 – Discuss with your partner which searches were most effective and why.
Step 4 – Write down at least 1 strategy you used to share with the rest of the iSquad.
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that each student is staying on task
Take note of particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
• “Let’s go around the room and see what we came up with.”
Lead a discussion about how this work addresses the focusing questions.
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session we learn how to use the different elements of Google to make our searches more effective.
Focusing Questions
How can you narrow down your search?
How should you word your Internet search?
What are the characteristics of an effective search?
Materials
The following materials are used in this session:
-Laptops
-Projector
-SmartBoard
Resources
None
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session:
• “Everyone knows that the Internet can be a great tool to help us find information, but sometimes we run into problems. During this lesson you will learn how to use Google to narrow down your search results, and to find exactly what you are looking for on the Internet.”
Teaching
Demonstrate for participants how to:
• “The first thing you need to do is make sure you are at the Google website. Type www.google.com in the address bar of your Internet browser to get there. Once there, you will see a box under the Google logo where you can type the information you are looking for.”
• “When deciding what to type for your search, remember to be as specific as possible. For example, if you are doing a research paper on George Washington, you do not want to just type “Washington” for your search. That could bring up a lot of irrelevant information.”
• “If a classmate needs help narrowing down their search, try not to do it for them. Help them to discover what works and what doesn’t work so they can eventually do this on their own.”
• “Besides using words to narrow down your search, you can use the links in the top left hand corner of the Google website. Here you can search specifically for images, videos, and maps.”
Guided Practice
Guide participants through the process of:
• “Now it is your turn to try it.”
• “Go to the Google website and search for “Washington”. How many results did you get? Was this an effective search?”
• “Now, type in “George Washington”. How many results did you get now?
• “Finally, type in “George Washington president of the United States”. Make sure that “George Washington” is in quotation marks so that you will only be searching for sites that have those two words together. How many results did you get now?
• “You can even search within these results to be more specific.”
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
• “Let’s see if you can do this on your own.”
• “Break into groups of 2.”
• “You need to find out how ancient Egyptians made mummies. Try a general search for mummies, and then narrow it down. Also try searching for just pictures, and see if you can find a video.”
Participant Activity
Participants will...
Step 1 - Choose one person to work with the computer, and the other to be the recorder to write down your results.
Step 2 – Perform your searches and record your results.
Step 3 – Discuss with your partner which searches were most effective and why.
Step 4 – Write down at least 1 strategy you used to share with the rest of the iSquad.
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that each student is staying on task
Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
• “Let’s go around the room and see what we came up with.”
Lead a discussion about how this work addresses the focusing questions.
ACKNOWLEDGEMENTS
Author:
Email:
School/Employer:
Title:
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.